top of page
Published in
Academic Frontiers
Improving Reading Comprehension through AI as Assistant Reading Tool
Academic Frontiers, 2(6), 87-99, ISSN: 3082-4400, 2026.
Recommended Citation:
Villaruel, K. S. (2026). Improving Reading Comprehension through AI as Assistant Reading Tool. Academic Frontiers, 2(6), 87–99. https://doi.org/10.5281/zenodo.20669593
Author(s)
Villaruel, Kimberly S.
Abstract
Reading comprehension is a fundamental skill essential for academic achievement and lifelong learning. With the rise of technological tools such as Generative Artificial Intelligence (AI), new opportunities have emerged to support personalized and adaptive reading instruction. This study investigated the effectiveness of Generative AI as an assistant reading tool in enhancing the reading comprehension of Japanese ESL learners. This study employed a mixed-method, explanatory-sequential design. Thirty Japanese ESL learners, identified through their TOEIC (225–545) and EIKEN Pre-2nd Grade levels, participated in the study. Data were collected through pre-test and post-test assessments measuring decoding, sequencing, and summarizing skills using AI- generated reading materials from Engoo.com. The Qualitative Reading Inventory (QRI) was used to determine reading levels. A one-week guided AI-assisted reading session was implemented between tests. Quantitative data were analyzed using paired t-tests, while qualitative data from post-test interviews were examined through thematic analysis. Findings revealed significant improvements in all three competencies after the use of Generative AI. Decoding scores increased from a mean of 408.70 to 410.37 (p < 0.002), sequencing from 5.97 to 6.40 (p < 0.045), and summarizing from 14.07 to 14.47 (p < 0.031). Most learners moved toward the Independent QRI level across the competencies. Interview responses highlighted three major themes: helpfulness, fun and engaging nature, and ease of use of the AI tool, indicating highly positive learning experiences. The findings align with Constructivist Learning Theory and Vygotsky’s Zone of Proximal Development, demonstrating how AI can function as a “More Knowledgeable Other” to scaffold learners’ reading development. Generative AI proved to be an effective assistant reading tool for developing decoding, sequencing, and summarizing skills among ESL learners. Its integration into instructional practices can complement traditional methods and support differentiated, technology-enhanced reading instruction.
Keywords
Decoding, English Language Teaching, Engoo.com, Generative AI, Improved Generative AI Reading Tool, Mixed-method, Online Private Lesson, Sequencing, and Summarizing
bottom of page